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Fieldwork Beyond the Textbook Fieldwork and Outdoor Learning SIG [email protected] @geogfieldwork GA Conference Guildford 2014 Nick Lapthorn FSC Nettlecombe Court John Snelling Trinity School Morris Charlton Educational Consultant

Fieldwork beyond the textbook (guildford 2014)

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Making the step from predictable textbook theories to the complex and interesting realities of the ‘field’. Following up on the Risky Fieldwork article (Teaching Geography Summer 2012) this session explores the challenges and opportunities available for outstanding fieldwork that broadens the horizons of both students and teachers.

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Page 1: Fieldwork beyond the textbook (guildford 2014)

Fieldwork Beyond the Textbook

Fieldwork and Outdoor Learning [email protected]

@geogfieldwork

GA ConferenceGuildford 2014

Nick LapthornFSC Nettlecombe Court

John SnellingTrinity School

Morris CharltonEducational Consultant

Page 2: Fieldwork beyond the textbook (guildford 2014)

Based upon FOLSIG Article (TG Summer 2012)

Risky fieldwork is NOT unsafe

Risky fieldwork can be challenging◦ Teachers◦ Students◦ Schools

Risky Fieldwork

Page 3: Fieldwork beyond the textbook (guildford 2014)

ACTIVITY - What fieldwork might you expect to do in these locations?

Safe Fieldwork

Page 4: Fieldwork beyond the textbook (guildford 2014)

What does ‘risk’ look like?

Textbook

UnsuccessfulSuccessful

Fieldwork

Field site research

Followup

Page 5: Fieldwork beyond the textbook (guildford 2014)

ACTIVITY – Low/Mod/High Risk

What does ‘risk’ look like?

Page 6: Fieldwork beyond the textbook (guildford 2014)

Introducing risk

Primary KS3 GCSE A-Level Work/HE

KS3•Aims/Qs•Method•Presentation•Analysis•Conclusion

Page 7: Fieldwork beyond the textbook (guildford 2014)

Introducing risk

Primary KS3 GCSE A-Level Work/HE

Lower risk Higher risk

Aims/QsMethodPresentationAnalysisConclusion

Page 8: Fieldwork beyond the textbook (guildford 2014)

ACTIVITY – Discuss;◦ What lower risk fieldwork you undertake. Why?◦ What higher risk fieldwork you undertake. Why?

ACTIVITY – Using the scaffold;◦ Where can risk be increased?

What Where (in the enquiry process) When (Key Stage) What are the benefits and to whom?

Getting riskier

Page 9: Fieldwork beyond the textbook (guildford 2014)

Time is a pressure

Success is preferable ◦ easier to explain◦ less curriculum time◦ various performance measures

Less able students don’t need further confusion

Barriers to risk

Page 10: Fieldwork beyond the textbook (guildford 2014)

OUTSTANDING

Pupils show exceptional independence; they are able to think for themselves and take the initiative in, for example, asking questions, carrying out their own investigations and working constructively with others. They show significant levels of originality, imagination or creativity in their understanding and skills within the subject.

Pupils are able to carry out increasingly complex geographical enquiry, apply questioning skills and use effective analytical and presentational techniques in a wide range of environments, scales and contexts. They reach clear conclusions and are able to develop reasoned argument to explain their findings.

Fieldwork and other geographical skills, including numerical and quantitative skills, and techniques are highly developed and frequently utilised.

Ofsted’s view

Page 11: Fieldwork beyond the textbook (guildford 2014)

REQUIRES IMPROVEMENT

Lessons do not build sufficiently on previous learning. Tasks set – including through fieldwork – are sometimes mundane and lack challenge.

  The curriculum provides some limited opportunities for pupils to

develop and consolidate aspects of key geographical skills of enquiry, graphicacy and geographical communication.

  Some opportunities for fieldwork are identified in the planning,

although these may not always be adhered to and there may be variation in fieldwork experiences between classes. Fieldwork in examination classes may be formulaic and focused on meeting examination criteria.

Ofsted’s view

Page 12: Fieldwork beyond the textbook (guildford 2014)

Upland Streams (Morris)

Flipped Fieldwork from Manchester to Tunisia (John)

Examples of risk

Page 13: Fieldwork beyond the textbook (guildford 2014)

Being ‘risky’ has the potential to increase independent learning and development,

Produces better geographical and investigative understanding.

Higher levels of student engagement during the fieldwork process

Ownership encourages student participation and interest.

Risk benefits

Page 14: Fieldwork beyond the textbook (guildford 2014)

Any Questions

Page 15: Fieldwork beyond the textbook (guildford 2014)

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